Strategic Management | Short course at the Summer School at Warwick University
Strategic Management
All organisations have a strategy they follow and this course views you as the manager who needs to understand the key analytical tools and the fundamental strategies to help your firm compete effectively.
We live in a connected globalised world where social, technological and political changes are impacting on all our lives and impact on a firm’s strategic thinking: we will look at what these are and how firms should or could respond strategically.
Strategy is also about interpreting what the analytical tools tell us, so we will help develop you - as future managers and leaders – with the skills that will be necessary so that firms can navigate the increasingly complex and uncertain world and still remain competitive.
The course is designed to intertwine theoretical and practical perspectives, enabling you to apply theory to real life scenarios.
Key Information
Level: Intermediate Fees: Please see Fees page Teaching: 60 hours Expected independent study: 90 hours Optional assessment: Dependent on course
Typical credit: 3-4 credits (US) 7.5 ECTS points (EU) - please check with your home institution
In a changing world the sharing of different perspectives leads to high quality decisions and effective strategies.
We provide a set of key theories and analytical tools to develop your strategic thinking skills. We start with understanding that strategy is not simply a game and understanding our own organisation and the context we find ourselves in is vital to strategizing.
The course is structured in a way that starts with the big picture – the external environment – moves on to the competitive environment -the internal environment of the firm - and how value is created and captured by firms. However, strategy means nothing if we fail to implement it effectively, so, in week 2, we look at how decisions come be made, the barriers to implementation of strategy and how to overcome these. In the last week, we look at the key contemporary issues in strategy and the direction that strategic thinking is going.
Week 1
What is strategy?
The external environment I: macro-environmental trends and how they impact business
The Competitive Environment and Competitive Strategies
The Internal Environment: Effective use of our resources and capabilities to implement strategy
Corporate Strategy: Headquarters role and how to add value in a multi-business setting
Week 2
International Business: The internationalisation process
Sustainability: Corporate Social Responsibility (CSR) & Environmental, Social and Corporate Governance (ESG)
Getting your idea heard: Developing your negotiation skills
Implementing Strategy: Managing Strategic Change
Week 3
Innovation and Growth
Strategic Management & Thinking like an Artist
Visualisation in Management: Rich Pictures
Strategy & Why Diversity Matters
Management skills in the modern world
Presentations and course reflections
Course Aims
Theory
Overall to understand the theoretical foundations of what strategy is and how strategizing occurs in organisations
To provide key theoretical perspectives and analytical tools to enable participants to analyse company strategy
To explore the key strategic choices that companies make and how to implement them effectively
To look at the way strategic decisions are made and how these interact with organisational culture
To explore how strategy emerges from the changing role of leadership and the rising importance of stakeholders
To understand the link between diversity and firm performance
To examine the concept of sustainability and how CSR and ESG aims to make companies accountable (and if this is working)
To understand the fundamental approaches to negotiation
Practice
Understand the skills and approaches needed to be assertive and persuasive at a one-to-one and group level
Understand organisational drivers and barriers in how to make diversity work
Using negotiation skills in the development of strategy
Learning Outcomes
By the end of the module you should be able to:
Overall, to apply theory to real-world situations and be able to assess your skill development.
Use analytical tools to assess the macro-environment and the trends that impact a specific firm
Apply the analytical tools of strategy to analyse company strategy
Assess the value of company resources and capabilities and how to overcome resource limitations
Understand how corporate headquarters adds value and supports its portfolio of companies
Recognise the way organisational culture impacts how strategy is implemented
How strategy decisions are made and your role in the process
How you can influence strategy, irrespective of your place in the organisation [or from even outside of an organisation]
Identify key global trends
Create your own personal development plan in strategy
Course Structure
To move from the theory to its application in the real world - the practice of strategy – the course is structured most days as:
Two sets of 2hr lectures, which incorporate theory and uses activities e.g., paired discussion and groupwork, to explore how theory works in practice. These sessions will end with feedback/ debriefs on the activities.
Participants will be provided with structured reading and given time each day for independent study.
Due to the intensive nature of the Warwick Summer School, students are expected to attend all timetabled teaching activity, to engage with the teaching material and to spend an average of 2-3 hours per day in self-guided study.
Students registered for Warwick Summer School must attain a minimum of 75% authorised attendance of the timetabled teaching activity. If students fall short of this threshold, they will not be awarded a certificate of completion and they will not be able to sit the exam/submit final assessment.
Authorised attendance includes any sickness absence during the course of the programme that has been properly notified and recorded. An attendance register will be taken at the beginning of teaching session so students need to ensure they arrive on time in order to be marked as attended.
Course Assessment
The module will be assessed via:
A group project in which each group will produce a presentation
A 1 hr exam using multiple choice questions
Note: the exam is not compulsory. Everyone who completes the course – whether or not they sit the exam - will receive a certificate of attendance.
Students who choose to sit the final exam and submit the assessment will receive a transcript of results. The transcript of results will state the name of the student, the course studied, the exam mark and the grade. Transcripts are automatically sent to students via email by the middle of September. You should keep this safe in case you need it for credit transfer approval or for future reference. If you would like us to email a copy of your transcript directly to someone at your University who deals with credit transfer please let us know.
The Summer School does not offer re-takes of examinations, whatever your result in the original examination.
Subject to changes, this is an overview of the timetable for Warwick Summer School students.
Monday
Tuesday
Wednesday
Thursday
Friday
Week 1
2 hour introductory lecture
4 hours of teaching
1 hour study group
4 hours of teaching
4 hours of teaching
1 hour study group
4 hours of teaching
Week 2
4 hours of teaching
4 hours of teaching
1 hour study group
No timetabled teaching activity
4 hours of teaching
1 hour study group
Sports activities
Week 3
4 hours of teaching
4 hours of teaching
1 hour study group
4 hours of teaching
2 hour final assessment preparation
1 hour study group
Final Assessment
In addition to the above schedule, students are expected to attend the Guest Lecture Series on Tuesday afternoons and dedicate approximately 88 hours to self-study throughout the programme. Social activities are also organised throughout the week, with optional trips running on Saturdays and the Wednesday in Week 2; for details, please visit our Social and Cultural Link opens in a new windowpage.
We welcome individuals from all backgrounds to this Strategic Management course, which is open to students studying any discipline at University level. This includes students who are currently studying another subject but who want to broaden their knowledge in business and management - this can be very helpful as you enter the world of work.
Students must be aged 18 or over by the time the Summer School commences and have a good understanding of the English language.
"It was an exciting three weeks at the Warwick Summer School, we made new friends and it has changed our lives towards a more mature and goal-oriented direction."
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Additional
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Mintzberg, H., & Waters, J. A. (1985). Of strategies, deliberate and emergent. Strategic Management Journal, 6(3), 257-272.
Groysberg, Boris; Halperin, Robert Russman. How to Get the Most out of Peer Support Groups Harvard Business Review. May/Jun2022, Vol. 100 Issue 3, p130-141
Strategic Analysis Tools (cimaglobal.com) Accessed Date: 13th June 2022
Größler, A., 2007. A dynamic view on strategic resources and capabilities applied to an example from the manufacturing strategy literature. Journal of Manufacturing Technology Management, 18(3), pp.250-266.
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Ashforth, B.E., Harrison, S.H. and Corley, K.G., 2008. Identification in organizations: An examination of four fundamental questions. Journal of management, 34(3), pp.325-374.
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Rahwan, Z., Yoeli, E. and Fasolo, B., 2019. Heterogeneity in banker culture and its influence on dishonesty. Nature, 575(7782), pp.345-349.
Umphress, E.E., Bingham, J.B. and Mitchell, M.S., 2010. Unethical behavior in the name of the company: the moderating effect of organizational identification and positive reciprocity beliefs on unethical pro-organizational behavior. Journal of applied psychology, 95(4), p.769.
Walumbwa, F.O., Avolio, B.J. and Zhu, W., 2008. How transformational leadership weaves its influence on individual job performance: The role of identification and efficacy beliefs. Personnel psychology, 61(4), pp.793-825.
Andreoni, J. and Miller, J., 2002. Giving according to GARP: An experimental test of the consistency of preferences for altruism. Econometrica, 70(2), pp.737-753.
Jones, G., 2008. Are smarter groups more cooperative? Evidence from prisoner's dilemma experiments, 1959–2003. Journal of Economic Behavior & Organization, 68(3-4), pp.489-497.
Sklansky, D., 1999. The theory of poker. Two plus two publishing LLC
Duffy, J. and Nagel, R., 1997. On the robustness of behaviour in experimental ‘beauty contest’ games. The Economic Journal, 107(445), pp.1684-1700
Gill, D. and Prowse, V., 2016. Cognitive ability, character skills, and learning to play equilibrium: A level-k analysis. Journal of Political Economy, 124(6), pp.1619-1676.
Fehr, D. and Huck, S., 2016. Who knows it is a game? On strategic awareness and cognitive ability. Experimental Economics, 19, pp.713-726.
Bandiera, O., Barankay, I. and Rasul, I., 2005. Social preferences and the response to incentives: Evidence from personnel data. The Quarterly Journal of Economics, 120(3), pp.917-962.
Madrian, B.C. and Shea, D.F., 2001. The power of suggestion: Inertia in 401 (k) participation and savings behavior. The Quarterly journal of economics, 116(4), pp.1149-1187.
Gabbay, J. and le May, A., 2016. Mindlines: making sense of evidence in practice. British Journal of General Practice, 66(649), pp.402-403.
Simon, H.A., 1990. Bounded rationality. Utility and probability, pp.15-18.
Sadun, Raffaella; Fuller, Joseph; Hansen, Stephen; Neal, P J. The C-suite skills that matter most. Harvard Business Review. Jul/Aug2022, Vol. 100 Issue 4, p42-50.
Please note changes to the syllabus and teaching team may be made over the coming months before exact set of topics are finalised.
